【作者】 唐京；

【导师】 王重鸣；

【作者基本信息】 浙江大学 ， 应用心理学， 2001， 博士

【摘要】 在知识经济时代,培训和发展成为组织获取持续竞争优势的人力资源保障。本文在文献分析的基础上,借鉴经典培训需求评估模型中人员-任务-组织分析框架和“集体培训”理论注重组织分析的思路,运用胜任力的概念和理论对以往培训需求评估中存在的问题进行了研究,提出了基于胜任力的培训需求综合分析模型,研究共分为六个部分。 研究一采用企业访谈与结构化问卷调查相结合的方法,对65家企业的培训实践基本现状进行了调查研究。研究发现: 1、企业的培训实践与组织战略缺乏紧密的联系,表现为外资企业比其他类型企业规范,国有企业的状况较差。 2、不同体制企业的培训需求分析内容上存在差异,现有的培训需求分析的理论和工具不能满足需要。 3、管理培训受到企业的重视,但是管理胜任力培训的内容框架尚不明晰。 4、实践中对基于管理胜任力获取的学习过程来设计的培训方法存在较大需求。 研究二是培训需求的组织胜任力分析研究。研究的主要结果有: 1、建立了包括核心技术能力、核心运作能力两个分析维度的培训需求组织分析框架。 2、通过案例研究,对分析模型进行了操作。核心技术能力分析可以从员工的知识和技能、物理技术系统、管理系统、价值和规范等四个互相关联的维度进行;在核心运作能力分析中,运用“标杆瞄准”的思路进行培训需求分析是有效的操作手段。 3、完整的培训需求战略分析包括组织胜任力分析与组织目标与经营环境分析。 研究三对组织持续学习文化的结构进行了研究。研究发现: 1、组织持续学习文化是一个多维度层次结构,包括公司竞争气氛、工作竞争、工作创新、更新提高机会、上级支持和同事支持六个一阶因素,和社会支持、竞争性、持续创新三个二阶因素。组织持续学习文化分析是一种培训需求的组织分析。更多还原

【Abstract】 On the basis of literature analysis, with the reference of "person-job-organization fit" framework ,and using the collective training theory, this paper applied theories of competency modeling to study issues of training needs, and constructed a model of competency-based integrated training needs analysis. There are,six parts in this research:In Study 1, using interview and questionnaire survey, we investigated the training practices in 65 enterprises. The results showed that:1、 Training practices were not closely related to organizational strategies in most enterprises. The foreign-invested enterprises did better in training than that of the state-owned enterprises.2、 There were differences in contents of training needs analysis among different enterprises. The current theories and techniques of training needs analysis could not meet with needs from training practices.3、 Management training received recognition from most enterprises, but the framework of managerial competencies was neglected.4、 Competency-based training practices needed methods to facilitate managerial competency modeling and acquisition.In Study 2, an organizational competency-based training needs analysis was conducted. The main results were as follows:1、 A two-dimensional analytic model was built up including core technical competency and core operational competency .2、 Using case analysis, an analytic model of core technical competency was performed in terms of four interrelated dimensions including knowledge/skills of employees, technical system, managerial system, and value/norm system. The benchmarking was an effective method to analyze training needs.3、 The strategic training needs analysis must include organizational competency-based analysis and business environment analysis.In Study 3, a structural analysis of organizational continuous-learning culture was conducted. The main results showed that organizational continuous-learning culture wasa multi-dimensional hierarchical construct, which played a diagnostic role in the organizational level of training needs analysis.In Study 4, the content and structure of managerial competency were developed. The main results indicated that:1 > Using critical incident technique, 25 managerial competence elements were acquired, and a questionnaire was developed.2 s The exploratory and confirmatory factor analysis showed that managerial competency consisted of four dimensions—leadership, organizational development, technical expertise, and interpersonal and team.In Study 5, the validity of the managerial competency model was tested. The main results showed that:1 > The managerial competency questionnaire had a high differential validity. Top managerial positions required higher human/team competency and organizational development competency, while mid-managers developed balanced competencies on all dimensions. Technical expertise was the highest among first-line managers.2% A self assessment of managerial competency showed acceptable criterion-related validity.3> The four-dimensional managerial competency model was a useful framework for training needs analysis.Study 6 focused on methodology analysis of managerial competency training. The results suggested that:1 -> Tacit knowledge of management be acquired through experiential learning, which includes four steps—concrete experiencing, reflective thinking, abstract conceptualizing, and active experimenting.2> Using the managerial learning styles inventory(MLSI) as a person analysis tool in training needs assessment, managers were found to prefere action learning and concrete experiential learning.3^ For effective managerial competency-based training, appropriate contents and methods at different stages of experiential learning should be established.Based on the findings of the above six studies, an integrated model of competency-based training needs analysis was developed. Theoretical and practical implications of the research were discussed. Issues and directions for future research were put forward.更多还原